Workplace For Developing Curriculum For English Majors: Needs Analysis

Needs Analysis of Workplace for Developing Curriculum for English Majors
Nowadays, almost all graduates of English majors are concerned about their jobs. People generally believe that it is quite easy for one who could fluently speak English to apply for a decent job. In fact, it is observed that workplace requires its employees to have a variety of capabilities in English. In reviewed literature, however, there are few empirical studies of actual needs of those workplaces. To fill in the gap, this thesis intends to attend to the actual needs of workplace with an intended purpose of developing curriculum for English majors.
In the job market for English majors, there are some conflicts which need to be further explored. On the one hand, a large
On the one hand, many students find that students are very confused after graduation. They do not know what to do after graduation, or they do not have a clear purpose of learning English. This is why the majority of English majors have not been able to do some jobs related to English. Only a small number of students have a clear goal, and they hope that their future work can be related to English, and they are interested in English. On the other hand, students show their lack of interests toward some English courses at the university, which most claim to be English Newspapers Reading , the History of English and American Literature, the Appreciation of Short Stories and so on. Students say that most of these courses are for candidates, they had to get credit so that they could graduate. But after the end of a semester, students have no impression on the content of these courses. The reason why students are not satisfied with the course is that the teaching contents of these courses are boring, and some teachers always teach in a tedious way. Meanwhile, Educational courses are focused on theory only and are lack of practice. Students are instilled in a large quantity of theoretical knowledge about English, covering a wide range of contacts with a lot of English-related disciplines. But in fact these classes which are seemed noble do not have much help for students. Students believe that the five curriculums offered by the
For example, a part of content of teaching material are boring; teaching method is single; subject knowledge couldn’t adapt for the needs of the current situation. About this article, there are four suggestions are as following: firstly, student should give more interaction with teacher during class. Focus on developing oral speaking ability after class. Try to communicate with foreigners as much as possible so that students could use their knowledge. Secondly, teacher ought to avoid only reading the script and text. It can be combined with other multimedia materials to stimulate students to the classroom mood during the class, such as PowerPoint, movies and other relatives. Thirdly, School can build up an association with enterprise to dig out the needs of enterprises in advance, accodringly provide trainning course or exchange meeting for students so that students will adapt to the work of